case study in education sample

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Case studies.

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Case studies are stories that are used as a teaching tool to show the application of a theory or concept to real situations. Dependent on the goal they are meant to fulfill, cases can be fact-driven and deductive where there is a correct answer, or they can be context driven where multiple solutions are possible. Various disciplines have employed case studies, including humanities, social sciences, sciences, engineering, law, business, and medicine. Good cases generally have the following features: they tell a good story, are recent, include dialogue, create empathy with the main characters, are relevant to the reader, serve a teaching function, require a dilemma to be solved, and have generality.

Instructors can create their own cases or can find cases that already exist. The following are some things to keep in mind when creating a case:

• What do you want students to learn from the discussion of the case?
• What do they already know that applies to the case?
• What are the issues that may be raised in discussion?
• How will the case and discussion be introduced?
• What preparation is expected of students? (Do they need to read the case ahead of time? Do research? Write anything?)
• What directions do you need to provide students regarding what they are supposed to do and accomplish?
• Do you need to divide students into groups or will they discuss as the whole class?
• Are you going to use role-playing or facilitators or record keepers? If so, how?
• What are the opening questions?
• How much time is needed for students to discuss the case?
• What concepts are to be applied/extracted during the discussion?
• How will you evaluate students?

To find other cases that already exist, try the following websites:

• The National Center for Case Study Teaching in Science , University of Buffalo. SUNY-Buffalo maintains this set of links to other case studies on the web in disciplines ranging from engineering and ethics to sociology and business
• A Journal of Teaching Cases in Public Administration and Public Policy , University of Washington

For more information:

• World Association for Case Method Research and Application

Book Review :  Teaching and the Case Method , 3rd ed., vols. 1 and 2, by Louis Barnes, C. Roland (Chris) Christensen, and Abby Hansen. Harvard Business School Press, 1994; 333 pp. (vol 1), 412 pp. (vol 2).

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Making Learning Relevant With Case Studies

The open-ended problems presented in case studies give students work that feels connected to their lives.

To prepare students for jobs that haven’t been created yet, we need to teach them how to be great problem solvers so that they’ll be ready for anything. One way to do this is by teaching content and skills using real-world case studies, a learning model that’s focused on reflection during the problem-solving process. It’s similar to project-based learning, but PBL is more focused on students creating a product.

Case studies have been used for years by businesses, law and medical schools, physicians on rounds, and artists critiquing work. Like other forms of problem-based learning, case studies can be accessible for every age group, both in one subject and in interdisciplinary work.

You can get started with case studies by tackling relatable questions like these with your students:

• How can we limit food waste in the cafeteria?
• How can we get our school to recycle and compost waste? (Or, if you want to be more complex, how can our school reduce its carbon footprint?)
• How can we improve school attendance?
• How can we reduce the number of people who get sick at school during cold and flu season?

Addressing questions like these leads students to identify topics they need to learn more about. In researching the first question, for example, students may see that they need to research food chains and nutrition. Students often ask, reasonably, why they need to learn something, or when they’ll use their knowledge in the future. Learning is most successful for students when the content and skills they’re studying are relevant, and case studies offer one way to create that sense of relevance.

Teaching With Case Studies

Ultimately, a case study is simply an interesting problem with many correct answers. What does case study work look like in classrooms? Teachers generally start by having students read the case or watch a video that summarizes the case. Students then work in small groups or individually to solve the case study. Teachers set milestones defining what students should accomplish to help them manage their time.

During the case study learning process, student assessment of learning should be focused on reflection. Arthur L. Costa and Bena Kallick’s Learning and Leading With Habits of Mind gives several examples of what this reflection can look like in a classroom: 

Journaling: At the end of each work period, have students write an entry summarizing what they worked on, what worked well, what didn’t, and why. Sentence starters and clear rubrics or guidelines will help students be successful. At the end of a case study project, as Costa and Kallick write, it’s helpful to have students “select significant learnings, envision how they could apply these learnings to future situations, and commit to an action plan to consciously modify their behaviors.”

Interviews: While working on a case study, students can interview each other about their progress and learning. Teachers can interview students individually or in small groups to assess their learning process and their progress.

Student discussion: Discussions can be unstructured—students can talk about what they worked on that day in a think-pair-share or as a full class—or structured, using Socratic seminars or fishbowl discussions. If your class is tackling a case study in small groups, create a second set of small groups with a representative from each of the case study groups so that the groups can share their learning.

4 Tips for Setting Up a Case Study

1. Identify a problem to investigate: This should be something accessible and relevant to students’ lives. The problem should also be challenging and complex enough to yield multiple solutions with many layers.

2. Give context: Think of this step as a movie preview or book summary. Hook the learners to help them understand just enough about the problem to want to learn more.

3. Have a clear rubric: Giving structure to your definition of quality group work and products will lead to stronger end products. You may be able to have your learners help build these definitions.

4. Provide structures for presenting solutions: The amount of scaffolding you build in depends on your students’ skill level and development. A case study product can be something like several pieces of evidence of students collaborating to solve the case study, and ultimately presenting their solution with a detailed slide deck or an essay—you can scaffold this by providing specified headings for the sections of the essay.

Problem-Based Teaching Resources

There are many high-quality, peer-reviewed resources that are open source and easily accessible online.

• The National Center for Case Study Teaching in Science at the University at Buffalo built an online collection of more than 800 cases that cover topics ranging from biochemistry to economics. There are resources for middle and high school students.
• Models of Excellence , a project maintained by EL Education and the Harvard Graduate School of Education, has examples of great problem- and project-based tasks—and corresponding exemplary student work—for grades pre-K to 12.
• The Interdisciplinary Journal of Problem-Based Learning at Purdue University is an open-source journal that publishes examples of problem-based learning in K–12 and post-secondary classrooms.
• The Tech Edvocate has a list of websites and tools related to problem-based learning.

In their book Problems as Possibilities , Linda Torp and Sara Sage write that at the elementary school level, students particularly appreciate how they feel that they are taken seriously when solving case studies. At the middle school level, “researchers stress the importance of relating middle school curriculum to issues of student concern and interest.” And high schoolers, they write, find the case study method “beneficial in preparing them for their future.”

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In This Article Expand or collapse the "in this article" section Case Study in Education Research

Introduction, general overview and foundational texts of the late 20th century.

• Conceptualisations and Definitions of Case Study
• Case Study and Theoretical Grounding
• Choosing Cases
• Methodology, Method, Genre, or Approach
• Case Study: Quality and Generalizability
• Multiple Case Studies
• Exemplary Case Studies and Example Case Studies
• Criticism, Defense, and Debate around Case Study

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Case Study in Education Research by Lorna Hamilton LAST REVIEWED: 27 June 2018 LAST MODIFIED: 27 June 2018 DOI: 10.1093/obo/9780199756810-0201

It is important to distinguish between case study as a teaching methodology and case study as an approach, genre, or method in educational research. The use of case study as teaching method highlights the ways in which the essential qualities of the case—richness of real-world data and lived experiences—can help learners gain insights into a different world and can bring learning to life. The use of case study in this way has been around for about a hundred years or more. Case study use in educational research, meanwhile, emerged particularly strongly in the 1970s and 1980s in the United Kingdom and the United States as a means of harnessing the richness and depth of understanding of individuals, groups, and institutions; their beliefs and perceptions; their interactions; and their challenges and issues. Writers, such as Lawrence Stenhouse, advocated the use of case study as a form that teacher-researchers could use as they focused on the richness and intensity of their own practices. In addition, academic writers and postgraduate students embraced case study as a means of providing structure and depth to educational projects. However, as educational research has developed, so has debate on the quality and usefulness of case study as well as the problems surrounding the lack of generalizability when dealing with single or even multiple cases. The question of how to define and support case study work has formed the basis for innumerable books and discursive articles, starting with Robert Yin’s original book on case study ( Yin 1984 , cited under General Overview and Foundational Texts of the Late 20th Century ) to the myriad authors who attempt to bring something new to the realm of case study in educational research in the 21st century.

This section briefly considers the ways in which case study research has developed over the last forty to fifty years in educational research usage and reflects on whether the field has finally come of age, respected by creators and consumers of research. Case study has its roots in anthropological studies in which a strong ethnographic approach to the study of peoples and culture encouraged researchers to identify and investigate key individuals and groups by trying to understand the lived world of such people from their points of view. Although ethnography has emphasized the role of researcher as immersive and engaged with the lived world of participants via participant observation, evolving approaches to case study in education has been about the richness and depth of understanding that can be gained through involvement in the case by drawing on diverse perspectives and diverse forms of data collection. Embracing case study as a means of entering these lived worlds in educational research projects, was encouraged in the 1970s and 1980s by researchers, such as Lawrence Stenhouse, who provided a helpful impetus for case study work in education ( Stenhouse 1980 ). Stenhouse wrestled with the use of case study as ethnography because ethnographers traditionally had been unfamiliar with the peoples they were investigating, whereas educational researchers often worked in situations that were inherently familiar. Stenhouse also emphasized the need for evidence of rigorous processes and decisions in order to encourage robust practice and accountability to the wider field by allowing others to judge the quality of work through transparency of processes. Yin 1984 , the first book focused wholly on case study in research, gave a brief and basic outline of case study and associated practices. Various authors followed this approach, striving to engage more deeply in the significance of case study in the social sciences. Key among these are Merriam 1988 and Stake 1995 , along with Yin 1984 , who established powerful groundings for case study work. Additionally, evidence of the increasing popularity of case study can be found in a broad range of generic research methods texts, but these often do not have much scope for the extensive discussion of case study found in case study–specific books. Yin’s books and numerous editions provide a developing or evolving notion of case study with more detailed accounts of the possible purposes of case study, followed by Merriam 1988 and Stake 1995 who wrestled with alternative ways of looking at purposes and the positioning of case study within potential disciplinary modes. The authors referenced in this section are often characterized as the foundational authors on this subject and may have published various editions of their work, cited elsewhere in this article, based on their shifting ideas or emphases.

Merriam, S. B. 1988. Case study research in education: A qualitative approach . San Francisco: Jossey-Bass.

This is Merriam’s initial text on case study and is eminently accessible. The author establishes and reinforces various key features of case study; demonstrates support for positioning the case within a subject domain, e.g., psychology, sociology, etc.; and further shapes the case according to its purpose or intent.

Stake, R. E. 1995. The art of case study research . Thousand Oaks, CA: SAGE.

Stake is a very readable author, accessible and yet engaging with complex topics. The author establishes his key forms of case study: intrinsic, instrumental, and collective. Stake brings the reader through the process of conceptualizing the case, carrying it out, and analyzing the data. The author uses authentic examples to help readers understand and appreciate the nuances of an interpretive approach to case study.

Stenhouse, L. 1980. The study of samples and the study of cases. British Educational Research Journal 6:1–6.

DOI: 10.1080/0141192800060101

A key article in which Stenhouse sets out his stand on case study work. Those interested in the evolution of case study use in educational research should consider this article and the insights given.

Yin, R. K. 1984. Case Study Research: Design and Methods . Beverley Hills, CA: SAGE.

This preliminary text from Yin was very basic. However, it may be of interest in comparison with later books because Yin shows the ways in which case study as an approach or method in research has evolved in relation to detailed discussions of purpose, as well as the practicalities of working through the research process.

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Case studies

Adolescent education and skills.

Improving students' mental health in Bangladesh

Improving the quality of lower secondary through inquiry-based learning and skills development (Argentina)

An online career portal strengthens career guidance among secondary students in India and helps them plan for future educational and work opportunities (India)

Lessons on youth-led action towards climate advocacy and policy (India)

Learning, life skills and citizenship education and social cohesion through game-based sports – Nashatati Programme (Jordan)

Mental health promotion and suicide prevention in schools (Kazakhstan)

A multi-level, cross-sectoral response to improving adolescent mental health (Mongolia)

The Personal Project (Morocco)  

Improving adolescents’ learning in violence-affected areas through blended in-person and online learning opportunities - Communities in Harmony for Children and Adolescents (Mexico)

A community-based approach to support the psychosocial wellbeing of students and teachers (Nicaragua)

Flexible pathways help build the skills and competencies of vulnerable out-of-school adolescents (United Republic of Tanzania)

Climate change and education

Schools as platforms for climate action (Cambodia)

Paving the way for a climate resilient education system (India)

Youth act against climate and air pollution impacts (Mongolia)

Early childhood education

Early environments of care: Strengthening the foundation of children’s development, mental health and wellbeing (Bhutan)

Native language education paves the way for preschool readiness (Bolivia)

Developing cross-sector quality standards for children aged 0-7 (Bulgaria)

Expanding quality early learning through results-based financing (Cambodia)

Harnessing technology to promote communication, education and social inclusion for young children with developmental delays and disabilities (Croatia, Montenegro, and Serbia)

Scaling up quality early childhood education in India by investing in ongoing professional development for officials at the state, district and local levels (India)

Strengthening early childhood education in the national education plan and budget in Lesotho to help children succeed in primary and beyond (Lesotho)

Enhancing play-based learning through supportive supervision (Nigeria)

Learning social and emotional skills in pre-school creates brighter futures for children (North Macedonia)

How developing minimum standards increased access to pre-primary education (Rwanda)

Expanding access to quality early childhood education for the most excluded children (Serbia)

Advancing early learning through results-based financing (Sierra Leone)

Lessons learned from designing social impact bonds to expand preschool education (Uzbekistan)

Equity and inclusion

Inclusive education for children with disabilities.

Strengthening policies to mainstream disability inclusion in pre-primary education (Ethiopia)

National early screening and referrals are supporting more young children with disabilities to learn (Jamaica)

Ensuring inclusive education during the pandemic and beyond (Dominican Republic)

Championing inclusive practices for children with disabilities (Ghana)

Accessible digital textbooks for children in Kenya (Kenya)

Planning for inclusion (Nepal)

Harnessing the potential of inclusive digital education to improve learning (Paraguay)

Gender equality in education

Sparking adolescent girls' participation and interest in STEM (Ghana)

Non-formal education and the use of data and evidence help marginalized girls learn in Nepal (Nepal)

Getting girls back to the classroom after COVID-19 school closures (South Sudan)

Education in emergencies

Creating classrooms that are responsive to the mental health needs of learners, including refugees (Poland)

Return to school (Argentina)

Learning from the education sector’s COVID-19 response to prepare for future emergencies (Bangladesh)

Prioritising learning for Rohingya children (Bangladesh)

Prioritizing children and adolescents’ mental health and protection during school reopening (Brazil)

Learning where it is difficult to learn: Radio programmes help keep children learning in Cameroon

Reaching the final mile for all migrant children to access education (Colombia)

Supporting the learning and socio-emotional development of refugee children (Colombia)

Mission Recovery (Democratic Republic of the Congo)

The National Building the Foundations for Learning Program, CON BASE (Dominican Republic)

Mental health and psychosocial well-being services are integrated in the education system (Ecuador)

Improving access to quality education for refugee learners (Ethiopia)

The Learning Passport and non-formal education for vulnerable children and youth (Lebanon)

Accelerated Learning Programme improves children’s learning in humanitarian settings (Mozambique)

Responding to multiple emergencies – building teachers’ capacity to provide mental health and psychosocial support before, during, and after crises (Mozambique)

Teaching at the right level to improve learning in Borno State (Nigeria)

Remedial catch-up learning programmes support children with COVID-19 learning loss and inform the national foundational learning strategy (Rwanda)

Learning solutions for pastoralist and internally displaced children (Somalia)

Recovering learning at all levels (South Africa)

How radio education helped children learn during the COVID-19 pandemic and aftermath (South Sudan)

Addressing learning loss through EiE and remedial education for children in Gaza (State of Palestine)

Providing psychosocial support and promoting learning readiness during compounding crises for adolescents in Gaza (State of Palestine)

Inclusion of South Sudanese refugees into the national education system (Sudan)

Inclusion of Syrian refugee children into the national education system (Turkey)

Including refugee learners so that every child learns (Uganda)

Learning assessments

Assessment for learning (Afghanistan)

Formative assessment places student learning at the heart of teaching (Ethiopia)

Strengthening teacher capacity for formative assessment (Europe and Central Asia)

All students back to learning (India)

Strengthening the national assessment system through the new National Achievement Survey improves assessment of children’s learning outcomes (India)

A new phone-based learning assessment targets young children (Nepal)

Adapting a remote platform in innovative ways to assess learning (Nigeria)

Assessing children's reading in indigenous languages (Peru)

Southeast Asia primary learning metrics: Assessing the learning outcomes of grade 5 students (Southeast Asia)

Minimising learning gaps among early-grade learners (Sri Lanka)

Assessing early learning (West and Central Africa)

Primary education / Foundational Literacy and Numeracy

Supporting Teachers to Improve Foundational Learning for Syrian Refugee Students in Jordan

Empowering teachers in Guinea: Transformative solutions for foundational learning

Improving child and adolescent health and nutrition through policy advocacy (Argentina)

Online diagnostic testing and interactive tutoring (Bulgaria)

Supporting the socio-emotional learning and psychological wellbeing of children through a whole-school approach (China)

Engaging parents to overcome reading poverty (India)

Integrated school health and wellness ensure better learning for students (India)

Instruction tailored to students’ learning levels improves literacy (Indonesia)

A whole-school approach to improve learning, safety and wellbeing (Jamaica)

Multi-sectoral programme to improve the nutrition of school-aged adolescents (Malawi)

Parents on the frontlines of early grade reading and math (Nigeria)

Training, inspiring and motivating early grade teachers to strengthen children’s skills in literacy and numeracy (Sierra Leone) Life skills and citizenship education through Experiential Learning Objects Bank (State of Palestine)

Curriculum reform to meet the individual needs of students (Uzbekistan)

Improving early grade reading and numeracy through ‘Catch-Up,’ a remedial learning programme (Zambia)

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Education 2.0: skills-based education and digital learning (Egypt)

Empowering adolescents through co-creation of innovative digital solutions (Indonesia)

Virtual instructional leadership course (Jamaica)

Learning Bridges accelerates learning for over 600,000 students (Jordan)

Unleashing the potential of youth through the Youth Learning Passport (Jordan)

Lessons learned from the launch of the Learning Passport Shkollat.org (Kosovo)

Opening up the frontiers of digital learning with the Learning Passport (Lao PDR)

Building teachers’ confidence and capacity to provide online learning (Maldives)

Mauritania’s first digital learning program: Akelius Digital French Course (Mauritania)

Mitigating learning loss and strengthening foundational skills through the Learning Passport (Mexico)

Expanding digital learning opportunities and connectivity for all learners (Tajikistan)

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Using Case Study in Education Research

• Lorna Hamilton - University of Edinburgh, UK
• Connie Corbett-Whittier - Friends University, Topeka, Kansas
• Description

This book provides an accessible introduction to using case studies. It makes sense of literature in this area, and shows how to generate collaborations and communicate findings.

The authors bring together the practical and the theoretical, enabling readers to build expertise on the principles and practice of case study research, as well as engaging with possible theoretical frameworks. They also highlight the place of case study as a key component of educational research.

With the help of this book, graduate students, teacher educators and practitioner researchers will gain the confidence and skills needed to design and conduct a high quality case study.

See what’s new to this edition by selecting the Features tab on this page. Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email [email protected] . Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html .

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'Drawing on a wide range of their own and others' experiences, the authors offer a comprehensive and convincing account of the value of case study in educational research. What comes across - quite passionately - is the way in which a case study approach can bring to life some of the complexities, challenges and contradictions inherent in educational settings. The book is written in a clear and lively manner and should be an invaluable resource for those teachers and students who are incorporating a case study dimension into their research work' - Ian Menter, Professor of Teacher Education, University of Oxford

'This book is comprehensive in its coverage, yet detailed in its exposition of case study research. It is a highly interactive text with a critical edge and is a useful tool for teaching. It is of particular relevance to practitioner researchers, providing accessible guidance for reflective practice. It covers key matters such as: purposes, ethics, data analysis, technology, dissemination and communities for research. And it is a good read!' - Professor Anne Campbell, formerly of Leeds Metropolitan University

'This excellent book is a principled and theoretically informed guide to case study research design and methods for the collection, analysis and presentation of evidence' -Professor Andrew Pollard, Institute of Educaiton, University of London

This publication provides easy text, giving differing viewpoints to establish definitions for case study research. This book has been recommended to the Fd students to support projects of action research.

This has again been recommended for students on the Foundation Degree and Degree programmes as it is an easy text, providing differing viewpoints to establish definitions for case study research. Additionally recommended on the reading list for the BA programmes to provide a clearer insight into using Case Studies in preschool and school environments.

This is an excellent book - very clear

This text clearly discusses the case study approach and would be useful for both undergraduate and post graduate learners.

An easily accessible text, giving alternative points of view on what case study research actually is and how it might be interpreted at doctoral level.

This is a pleasant read with a number of useful group and individual tasks for students to engage with as they think through designing and doing a project. These tasks for useful not just for case studies but can be adapted as students consider other research designs.

Offers a good understanding of case study research in a clear and accessible manner. A perfect starting point for the researcher new to the case study method and will also offer the experienced researcher some useful tips and insights.

This text is clearly written and argues strongly for using case study in educational research, despite the challenges this approach faces in the dynamic world of shifting research paradigms. Step-by-step guidance from initial ideas through to the reality of undertaking case study in educational research is helpful

The book is written in a practical way, which gives a clear guide for undergraduate students especially for those who are using case study in education research. I will definitely add this book to recommended reading lists.

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Activity 6.19 and 6.20 Questionnaire P110

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Case-based learning.

Case-based learning (CBL) is an established approach used across disciplines where students apply their knowledge to real-world scenarios, promoting higher levels of cognition (see Bloom’s Taxonomy ). In CBL classrooms, students typically work in groups on case studies, stories involving one or more characters and/or scenarios.  The cases present a disciplinary problem or problems for which students devise solutions under the guidance of the instructor. CBL has a strong history of successful implementation in medical, law, and business schools, and is increasingly used within undergraduate education, particularly within pre-professional majors and the sciences (Herreid, 1994). This method involves guided inquiry and is grounded in constructivism whereby students form new meanings by interacting with their knowledge and the environment (Lee, 2012).

There are a number of benefits to using CBL in the classroom. In a review of the literature, Williams (2005) describes how CBL: utilizes collaborative learning, facilitates the integration of learning, develops students’ intrinsic and extrinsic motivation to learn, encourages learner self-reflection and critical reflection, allows for scientific inquiry, integrates knowledge and practice, and supports the development of a variety of learning skills.

CBL has several defining characteristics, including versatility, storytelling power, and efficient self-guided learning.  In a systematic analysis of 104 articles in health professions education, CBL was found to be utilized in courses with less than 50 to over 1000 students (Thistlethwaite et al., 2012). In these classrooms, group sizes ranged from 1 to 30, with most consisting of 2 to 15 students.  Instructors varied in the proportion of time they implemented CBL in the classroom, ranging from one case spanning two hours of classroom time, to year-long case-based courses. These findings demonstrate that instructors use CBL in a variety of ways in their classrooms.

The stories that comprise the framework of case studies are also a key component to CBL’s effectiveness. Jonassen and Hernandez-Serrano (2002, p.66) describe how storytelling:

Is a method of negotiating and renegotiating meanings that allows us to enter into other’s realms of meaning through messages they utter in their stories,

Helps us find our place in a culture,

Allows us to explicate and to interpret, and

Facilitates the attainment of vicarious experience by helping us to distinguish the positive models to emulate from the negative model.

Neurochemically, listening to stories can activate oxytocin, a hormone that increases one’s sensitivity to social cues, resulting in more empathy, generosity, compassion and trustworthiness (Zak, 2013; Kosfeld et al., 2005). The stories within case studies serve as a means by which learners form new understandings through characters and/or scenarios.

CBL is often described in conjunction or in comparison with problem-based learning (PBL). While the lines are often confusingly blurred within the literature, in the most conservative of definitions, the features distinguishing the two approaches include that PBL involves open rather than guided inquiry, is less structured, and the instructor plays a more passive role. In PBL multiple solutions to the problem may exit, but the problem is often initially not well-defined. PBL also has a stronger emphasis on developing self-directed learning. The choice between implementing CBL versus PBL is highly dependent on the goals and context of the instruction.  For example, in a comparison of PBL and CBL approaches during a curricular shift at two medical schools, students and faculty preferred CBL to PBL (Srinivasan et al., 2007). Students perceived CBL to be a more efficient process and more clinically applicable. However, in another context, PBL might be the favored approach.

In a review of the effectiveness of CBL in health profession education, Thistlethwaite et al. (2012), found several benefits:

Students enjoyed the method and thought it enhanced their learning,

Instructors liked how CBL engaged students in learning,

CBL seemed to facilitate small group learning, but the authors could not distinguish between whether it was the case itself or the small group learning that occurred as facilitated by the case.

Other studies have also reported on the effectiveness of CBL in achieving learning outcomes (Bonney, 2015; Breslin, 2008; Herreid, 2013; Krain, 2016). These findings suggest that CBL is a vehicle of engagement for instruction, and facilitates an environment whereby students can construct knowledge.

Science – Students are given a scenario to which they apply their basic science knowledge and problem-solving skills to help them solve the case. One example within the biological sciences is two brothers who have a family history of a genetic illness. They each have mutations within a particular sequence in their DNA. Students work through the case and draw conclusions about the biological impacts of these mutations using basic science. Sample cases: You are Not the Mother of Your Children ; Organic Chemisty and Your Cellphone: Organic Light-Emitting Diodes ;   A Light on Physics: F-Number and Exposure Time

Medicine – Medical or pre-health students read about a patient presenting with specific symptoms. Students decide which questions are important to ask the patient in their medical history, how long they have experienced such symptoms, etc. The case unfolds and students use clinical reasoning, propose relevant tests, develop a differential diagnoses and a plan of treatment. Sample cases: The Case of the Crying Baby: Surgical vs. Medical Management ; The Plan: Ethics and Physician Assisted Suicide ; The Haemophilus Vaccine: A Victory for Immunologic Engineering

Public Health – A case study describes a pandemic of a deadly infectious disease. Students work through the case to identify Patient Zero, the person who was the first to spread the disease, and how that individual became infected.  Sample cases: The Protective Parent ; The Elusive Tuberculosis Case: The CDC and Andrew Speaker ; Credible Voice: WHO-Beijing and the SARS Crisis

Law – A case study presents a legal dilemma for which students use problem solving to decide the best way to advise and defend a client. Students are presented information that changes during the case.  Sample cases: Mortgage Crisis Call (abstract) ; The Case of the Unpaid Interns (abstract) ; Police-Community Dialogue (abstract)

Business – Students work on a case study that presents the history of a business success or failure. They apply business principles learned in the classroom and assess why the venture was successful or not. Sample cases: SELCO-Determining a path forward ; Project Masiluleke: Texting and Testing to Fight HIV/AIDS in South Africa ; Mayo Clinic: Design Thinking in Healthcare

Humanities - Students consider a case that presents a theater facing financial and management difficulties. They apply business and theater principles learned in the classroom to the case, working together to create solutions for the theater. Sample cases: David Geffen School of Drama

Recommendations

Finding and Writing Cases

Consider utilizing or adapting open access cases - The availability of open resources and databases containing cases that instructors can download makes this approach even more accessible in the classroom. Two examples of open databases are the Case Center on Public Leadership and Harvard Kennedy School (HKS) Case Program , which focus on government, leadership and public policy case studies.

• Consider writing original cases - In the event that an instructor is unable to find open access cases relevant to their course learning objectives, they may choose to write their own. See the following resources on case writing: Cooking with Betty Crocker: A Recipe for Case Writing ; The Way of Flesch: The Art of Writing Readable Cases ;   Twixt Fact and Fiction: A Case Writer’s Dilemma ; And All That Jazz: An Essay Extolling the Virtues of Writing Case Teaching Notes .

Implementing Cases

Take baby steps if new to CBL - While entire courses and curricula may involve case-based learning, instructors who desire to implement on a smaller-scale can integrate a single case into their class, and increase the number of cases utilized over time as desired.

Use cases in classes that are small, medium or large - Cases can be scaled to any course size. In large classes with stadium seating, students can work with peers nearby, while in small classes with more flexible seating arrangements, teams can move their chairs closer together. CBL can introduce more noise (and energy) in the classroom to which an instructor often quickly becomes accustomed. Further, students can be asked to work on cases outside of class, and wrap up discussion during the next class meeting.

Encourage collaborative work - Cases present an opportunity for students to work together to solve cases which the historical literature supports as beneficial to student learning (Bruffee, 1993). Allow students to work in groups to answer case questions.

Form diverse teams as feasible - When students work within diverse teams they can be exposed to a variety of perspectives that can help them solve the case. Depending on the context of the course, priorities, and the background information gathered about the students enrolled in the class, instructors may choose to organize student groups to allow for diversity in factors such as current course grades, gender, race/ethnicity, personality, among other items.  

Use stable teams as appropriate - If CBL is a large component of the course, a research-supported practice is to keep teams together long enough to go through the stages of group development: forming, storming, norming, performing and adjourning (Tuckman, 1965).

Walk around to guide groups - In CBL instructors serve as facilitators of student learning. Walking around allows the instructor to monitor student progress as well as identify and support any groups that may be struggling. Teaching assistants can also play a valuable role in supporting groups.

Interrupt strategically - Only every so often, for conversation in large group discussion of the case, especially when students appear confused on key concepts. An effective practice to help students meet case learning goals is to guide them as a whole group when the class is ready. This may include selecting a few student groups to present answers to discussion questions to the entire class, asking the class a question relevant to the case using polling software, and/or performing a mini-lesson on an area that appears to be confusing among students.  

Assess student learning in multiple ways - Students can be assessed informally by asking groups to report back answers to various case questions. This practice also helps students stay on task, and keeps them accountable. Cases can also be included on exams using related scenarios where students are asked to apply their knowledge.

Barrows HS. (1996). Problem-based learning in medicine and beyond: a brief overview. New Directions for Teaching and Learning, 68, 3-12.  

Bonney KM. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains. Journal of Microbiology and Biology Education, 16(1): 21-28.

Breslin M, Buchanan, R. (2008) On the Case Study Method of Research and Teaching in Design.  Design Issues, 24(1), 36-40.

Bruffee KS. (1993). Collaborative learning: Higher education, interdependence, and authority of knowledge. Johns Hopkins University Press, Baltimore, MD.

Herreid CF. (2013). Start with a Story: The Case Study Method of Teaching College Science, edited by Clyde Freeman Herreid. Originally published in 2006 by the National Science Teachers Association (NSTA); reprinted by the National Center for Case Study Teaching in Science (NCCSTS) in 2013.

Herreid CH. (1994). Case studies in science: A novel method of science education. Journal of Research in Science Teaching, 23(4), 221–229.

Jonassen DH and Hernandez-Serrano J. (2002). Case-based reasoning and instructional design: Using stories to support problem solving. Educational Technology, Research and Development, 50(2), 65-77.  

Kosfeld M, Heinrichs M, Zak PJ, Fischbacher U, Fehr E. (2005). Oxytocin increases trust in humans. Nature, 435, 673-676.

Krain M. (2016) Putting the learning in case learning? The effects of case-based approaches on student knowledge, attitudes, and engagement. Journal on Excellence in College Teaching, 27(2), 131-153.

Lee V. (2012). What is Inquiry-Guided Learning?  New Directions for Learning, 129:5-14.

Nkhoma M, Sriratanaviriyakul N. (2017). Using case method to enrich students’ learning outcomes. Active Learning in Higher Education, 18(1):37-50.

Srinivasan et al. (2007). Comparing problem-based learning with case-based learning: Effects of a major curricular shift at two institutions. Academic Medicine, 82(1): 74-82.

Thistlethwaite JE et al. (2012). The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23.  Medical Teacher, 34, e421-e444.

Tuckman B. (1965). Development sequence in small groups. Psychological Bulletin, 63(6), 384-99.

Williams B. (2005). Case-based learning - a review of the literature: is there scope for this educational paradigm in prehospital education? Emerg Med, 22, 577-581.

Zak, PJ (2013). How Stories Change the Brain. Retrieved from: https://greatergood.berkeley.edu/article/item/how_stories_change_brain

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Home » Case Study – Methods, Examples and Guide

Case Study – Methods, Examples and Guide

Table of Contents

A case study is a research method that involves an in-depth examination and analysis of a particular phenomenon or case, such as an individual, organization, community, event, or situation.

It is a qualitative research approach that aims to provide a detailed and comprehensive understanding of the case being studied. Case studies typically involve multiple sources of data, including interviews, observations, documents, and artifacts, which are analyzed using various techniques, such as content analysis, thematic analysis, and grounded theory. The findings of a case study are often used to develop theories, inform policy or practice, or generate new research questions.

Types of Case Study

Types and Methods of Case Study are as follows:

Single-Case Study

A single-case study is an in-depth analysis of a single case. This type of case study is useful when the researcher wants to understand a specific phenomenon in detail.

For Example , A researcher might conduct a single-case study on a particular individual to understand their experiences with a particular health condition or a specific organization to explore their management practices. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as content analysis or thematic analysis. The findings of a single-case study are often used to generate new research questions, develop theories, or inform policy or practice.

Multiple-Case Study

A multiple-case study involves the analysis of several cases that are similar in nature. This type of case study is useful when the researcher wants to identify similarities and differences between the cases.

For Example, a researcher might conduct a multiple-case study on several companies to explore the factors that contribute to their success or failure. The researcher collects data from each case, compares and contrasts the findings, and uses various techniques to analyze the data, such as comparative analysis or pattern-matching. The findings of a multiple-case study can be used to develop theories, inform policy or practice, or generate new research questions.

Exploratory Case Study

An exploratory case study is used to explore a new or understudied phenomenon. This type of case study is useful when the researcher wants to generate hypotheses or theories about the phenomenon.

For Example, a researcher might conduct an exploratory case study on a new technology to understand its potential impact on society. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as grounded theory or content analysis. The findings of an exploratory case study can be used to generate new research questions, develop theories, or inform policy or practice.

Descriptive Case Study

A descriptive case study is used to describe a particular phenomenon in detail. This type of case study is useful when the researcher wants to provide a comprehensive account of the phenomenon.

For Example, a researcher might conduct a descriptive case study on a particular community to understand its social and economic characteristics. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as content analysis or thematic analysis. The findings of a descriptive case study can be used to inform policy or practice or generate new research questions.

Instrumental Case Study

An instrumental case study is used to understand a particular phenomenon that is instrumental in achieving a particular goal. This type of case study is useful when the researcher wants to understand the role of the phenomenon in achieving the goal.

For Example, a researcher might conduct an instrumental case study on a particular policy to understand its impact on achieving a particular goal, such as reducing poverty. The researcher collects data from multiple sources, such as interviews, observations, and documents, and uses various techniques to analyze the data, such as content analysis or thematic analysis. The findings of an instrumental case study can be used to inform policy or practice or generate new research questions.

Case Study Data Collection Methods

Here are some common data collection methods for case studies:

Interviews involve asking questions to individuals who have knowledge or experience relevant to the case study. Interviews can be structured (where the same questions are asked to all participants) or unstructured (where the interviewer follows up on the responses with further questions). Interviews can be conducted in person, over the phone, or through video conferencing.

Observations

Observations involve watching and recording the behavior and activities of individuals or groups relevant to the case study. Observations can be participant (where the researcher actively participates in the activities) or non-participant (where the researcher observes from a distance). Observations can be recorded using notes, audio or video recordings, or photographs.

Documents can be used as a source of information for case studies. Documents can include reports, memos, emails, letters, and other written materials related to the case study. Documents can be collected from the case study participants or from public sources.

Surveys involve asking a set of questions to a sample of individuals relevant to the case study. Surveys can be administered in person, over the phone, through mail or email, or online. Surveys can be used to gather information on attitudes, opinions, or behaviors related to the case study.

Artifacts are physical objects relevant to the case study. Artifacts can include tools, equipment, products, or other objects that provide insights into the case study phenomenon.

How to conduct Case Study Research

Conducting a case study research involves several steps that need to be followed to ensure the quality and rigor of the study. Here are the steps to conduct case study research:

• Define the research questions: The first step in conducting a case study research is to define the research questions. The research questions should be specific, measurable, and relevant to the case study phenomenon under investigation.
• Select the case: The next step is to select the case or cases to be studied. The case should be relevant to the research questions and should provide rich and diverse data that can be used to answer the research questions.
• Collect data: Data can be collected using various methods, such as interviews, observations, documents, surveys, and artifacts. The data collection method should be selected based on the research questions and the nature of the case study phenomenon.
• Analyze the data: The data collected from the case study should be analyzed using various techniques, such as content analysis, thematic analysis, or grounded theory. The analysis should be guided by the research questions and should aim to provide insights and conclusions relevant to the research questions.
• Draw conclusions: The conclusions drawn from the case study should be based on the data analysis and should be relevant to the research questions. The conclusions should be supported by evidence and should be clearly stated.
• Validate the findings: The findings of the case study should be validated by reviewing the data and the analysis with participants or other experts in the field. This helps to ensure the validity and reliability of the findings.
• Write the report: The final step is to write the report of the case study research. The report should provide a clear description of the case study phenomenon, the research questions, the data collection methods, the data analysis, the findings, and the conclusions. The report should be written in a clear and concise manner and should follow the guidelines for academic writing.

Examples of Case Study

Here are some examples of case study research:

• The Hawthorne Studies : Conducted between 1924 and 1932, the Hawthorne Studies were a series of case studies conducted by Elton Mayo and his colleagues to examine the impact of work environment on employee productivity. The studies were conducted at the Hawthorne Works plant of the Western Electric Company in Chicago and included interviews, observations, and experiments.
• The Stanford Prison Experiment: Conducted in 1971, the Stanford Prison Experiment was a case study conducted by Philip Zimbardo to examine the psychological effects of power and authority. The study involved simulating a prison environment and assigning participants to the role of guards or prisoners. The study was controversial due to the ethical issues it raised.
• The Challenger Disaster: The Challenger Disaster was a case study conducted to examine the causes of the Space Shuttle Challenger explosion in 1986. The study included interviews, observations, and analysis of data to identify the technical, organizational, and cultural factors that contributed to the disaster.
• The Enron Scandal: The Enron Scandal was a case study conducted to examine the causes of the Enron Corporation’s bankruptcy in 2001. The study included interviews, analysis of financial data, and review of documents to identify the accounting practices, corporate culture, and ethical issues that led to the company’s downfall.
• The Fukushima Nuclear Disaster : The Fukushima Nuclear Disaster was a case study conducted to examine the causes of the nuclear accident that occurred at the Fukushima Daiichi Nuclear Power Plant in Japan in 2011. The study included interviews, analysis of data, and review of documents to identify the technical, organizational, and cultural factors that contributed to the disaster.

Application of Case Study

Case studies have a wide range of applications across various fields and industries. Here are some examples:

Business and Management

Case studies are widely used in business and management to examine real-life situations and develop problem-solving skills. Case studies can help students and professionals to develop a deep understanding of business concepts, theories, and best practices.

Case studies are used in healthcare to examine patient care, treatment options, and outcomes. Case studies can help healthcare professionals to develop critical thinking skills, diagnose complex medical conditions, and develop effective treatment plans.

Case studies are used in education to examine teaching and learning practices. Case studies can help educators to develop effective teaching strategies, evaluate student progress, and identify areas for improvement.

Social Sciences

Case studies are widely used in social sciences to examine human behavior, social phenomena, and cultural practices. Case studies can help researchers to develop theories, test hypotheses, and gain insights into complex social issues.

Law and Ethics

Case studies are used in law and ethics to examine legal and ethical dilemmas. Case studies can help lawyers, policymakers, and ethical professionals to develop critical thinking skills, analyze complex cases, and make informed decisions.

Purpose of Case Study

The purpose of a case study is to provide a detailed analysis of a specific phenomenon, issue, or problem in its real-life context. A case study is a qualitative research method that involves the in-depth exploration and analysis of a particular case, which can be an individual, group, organization, event, or community.

The primary purpose of a case study is to generate a comprehensive and nuanced understanding of the case, including its history, context, and dynamics. Case studies can help researchers to identify and examine the underlying factors, processes, and mechanisms that contribute to the case and its outcomes. This can help to develop a more accurate and detailed understanding of the case, which can inform future research, practice, or policy.

Case studies can also serve other purposes, including:

• Illustrating a theory or concept: Case studies can be used to illustrate and explain theoretical concepts and frameworks, providing concrete examples of how they can be applied in real-life situations.
• Developing hypotheses: Case studies can help to generate hypotheses about the causal relationships between different factors and outcomes, which can be tested through further research.
• Providing insight into complex issues: Case studies can provide insights into complex and multifaceted issues, which may be difficult to understand through other research methods.
• Informing practice or policy: Case studies can be used to inform practice or policy by identifying best practices, lessons learned, or areas for improvement.

Advantages of Case Study Research

There are several advantages of case study research, including:

• In-depth exploration: Case study research allows for a detailed exploration and analysis of a specific phenomenon, issue, or problem in its real-life context. This can provide a comprehensive understanding of the case and its dynamics, which may not be possible through other research methods.
• Rich data: Case study research can generate rich and detailed data, including qualitative data such as interviews, observations, and documents. This can provide a nuanced understanding of the case and its complexity.
• Holistic perspective: Case study research allows for a holistic perspective of the case, taking into account the various factors, processes, and mechanisms that contribute to the case and its outcomes. This can help to develop a more accurate and comprehensive understanding of the case.
• Theory development: Case study research can help to develop and refine theories and concepts by providing empirical evidence and concrete examples of how they can be applied in real-life situations.
• Practical application: Case study research can inform practice or policy by identifying best practices, lessons learned, or areas for improvement.
• Contextualization: Case study research takes into account the specific context in which the case is situated, which can help to understand how the case is influenced by the social, cultural, and historical factors of its environment.

Limitations of Case Study Research

There are several limitations of case study research, including:

• Limited generalizability : Case studies are typically focused on a single case or a small number of cases, which limits the generalizability of the findings. The unique characteristics of the case may not be applicable to other contexts or populations, which may limit the external validity of the research.
• Biased sampling: Case studies may rely on purposive or convenience sampling, which can introduce bias into the sample selection process. This may limit the representativeness of the sample and the generalizability of the findings.
• Subjectivity: Case studies rely on the interpretation of the researcher, which can introduce subjectivity into the analysis. The researcher’s own biases, assumptions, and perspectives may influence the findings, which may limit the objectivity of the research.
• Limited control: Case studies are typically conducted in naturalistic settings, which limits the control that the researcher has over the environment and the variables being studied. This may limit the ability to establish causal relationships between variables.
• Time-consuming: Case studies can be time-consuming to conduct, as they typically involve a detailed exploration and analysis of a specific case. This may limit the feasibility of conducting multiple case studies or conducting case studies in a timely manner.
• Resource-intensive: Case studies may require significant resources, including time, funding, and expertise. This may limit the ability of researchers to conduct case studies in resource-constrained settings.

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Educational Case Reports: Purpose, Style, and Format

• Published: 03 March 2022
• Volume 46 , pages 147–150, ( 2022 )

Cite this article

• Alan K. Louie   ORCID: orcid.org/0000-0002-6762-1835 1 ,
• Richard Balon   ORCID: orcid.org/0000-0001-6598-2242 2 ,
• Eugene V. Beresin   ORCID: orcid.org/0000-0001-5627-7146 3 ,
• Anthony P. S. Guerrero   ORCID: orcid.org/0000-0002-2496-4934 4 ,
• Mary K. Morreale   ORCID: orcid.org/0000-0002-7921-0822 2 ,
• Rashi Aggarwal   ORCID: orcid.org/0000-0002-9744-3638 5 ,
• John Coverdale   ORCID: orcid.org/0000-0001-9301-4687 6 &
• Adam M. Brenner   ORCID: orcid.org/0000-0001-7244-651X 7  

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Case reports continue to play a time-honored role in academic medicine, by communicating clinical findings and advancing medicine [ 1 ]. Though a less rigorous level of evidence, because they describe one case that later may prove to be anomalous or “one-off,” some cases nevertheless have led to significant discoveries. Other fields, including law, business, and education, utilize their versions of case reports, often termed case studies. Law students read legal cases, proceedings, judgements, and verdicts. Business journals publish detailed accounts of the success or failure of corporations. The most germane to medical education is the use of case studies in graduate schools of education. Examples include reports of the implementation of a new teaching method, interventions, or programs at a particular school and, more broadly, the effects of a change in educational policy or regulations.

In this editorial, we discuss case reports about medical education and reflect on lessons we might learn from the tradition of case studies in the field of education at large. To be clear, we are focusing on reports in medicine about educational methodologies, interventions, initiatives, policies, application of adult learning theory, and the like. These reports are not to be confused with clinical case reports that are meant to be educational. Several journals specializing in medical education accept educational case reports, commonly about innovations in teaching medical students or residents. For instance, educational case reports have a specified manuscript type in some journals (e.g., Teaching and Learning in Medicine ) , while several other medical education journals have manuscript categories that will consider manuscripts that are essentially educational case reports (e.g., Innovation Reports ). To the extent that the nature of traditional case reports in clinical medicine differs from that of case studies in the discipline of education, one might suggest that medical education case reports could borrow the most useful guidelines from each field.

Academic Psychiatry includes among its types of manuscripts Educational Case Reports, which previously were subsumed under the educational resources’ column [ 2 ]. From 2014 to 2021, the percentage of this manuscript type has averaged 12% of the total published articles of all types in the journal. The acceptance rate is similar to the rate for all peer-reviewed articles in the journal. The exact nature of the articles in this manuscript type has evolved over time, as have the associated instructions to the authors. In recent years, the editors have encouraged, through the editorial process and suggested revisions, educational case reports to follow the description in this editorial. In what follows, we attempt to clarify further their current purpose, style, and format.

The following text is found in the instructions for authors of Academic Psychiatry [ 3 ]:

Educational case reports are practical in nature and might analyze, descriptively or ethnographically, how a particular teaching practice was applied in a specific setting. Examples include unexpected and subtle discoveries made while developing an innovative teaching method, reforming a curriculum, or launching a new course. A holistic review process considers that case reports in education tend to be naturalistic and relatively lacking in empirical data, but outcome data are still expected, such as qualitative or quantitative participant feedback. Quality of data, novelty of the case, and topic significance will be considered.

Comparison with the Journal’s In Brief Report category will be valuable. Both Educational Case Reports and In Brief Reports might be used to describe a novel teaching intervention implemented at a single site or institution. The In Brief Report would be most appropriate when the authors wish to focus on statistical analysis of the outcome measures. By contrast, an Educational Case Report would be chosen when the authors believe that the primary goal of publication is to share lessons learned from the process of defining the need, creating the intervention, overcoming the challenges in implementation, or interpreting ambiguous outcomes. It is important that the authors identify which of these (or other) kinds of lessons their case report is meant to illustrate.

A number of educational case report manuscripts are rejected by Academic Psychiatry , unfortunately, due to a frequent misunderstanding that the main objective of publishing an educational case report is to disseminate and share a course curriculum, created by the authors, absent outcomes other than student satisfaction. Sharing of curricula is a worthy objective, sparing others the task of creating the same curriculum on their own, but it is not the purpose of this manuscript type. Dissemination of one’s curriculum might be better accomplished by submission to websites that have a review process for curricula and regularly post them (e.g., MedEdPortal [ 4 ] and the website of the American Association of Directors of Psychiatric Residency Training [ 5 ]). The authors may list these peer-reviewed postings on their curriculum vitae.

Academic Psychiatry has been publishing fewer and fewer case reports that present new curricula, for several reasons. First, page and space limitations prevent the inclusion of particulars necessary for the dissemination of a curriculum in detail. Second, the journal’s reviewers evaluate submissions on the basis of their expertise in medical education and not in the content area of the curriculum being described in the manuscript. For example, if an author wants to share a model curriculum for teaching emergency psychiatry, a curriculum reviewer would be needed to assess whether the content about emergency psychiatry was accurate, appropriate, and acceptable for wide dissemination. Academic Psychiatry , however, does not provide reviews in subspecialty content areas, like emergency psychiatry; reviewers instead are asked to assess manuscripts on the basis of what they impart to the reader about medical education. Educational case reports about an emergency psychiatry curriculum should describe lessons learned about education, like difficulties in implementing the curriculum, how students reacted to the teaching methodology, the use of simulation, and educational outcomes. The fact that the curriculum, in this example, is about emergency psychiatry is somewhat incidental to these tasks. Of course, the content of the curriculum is of importance, but it only needs to be described to the extent necessary to explicate the educational lessons and observed outcomes.

By definition, an educational case report is usually about one “subject” (or at most a few in a multiple case report) whose case is described and studied with rich details. Educational case reports often use methods that are more qualitative and descriptive, in contrast to surveys or trials, which collect more superficial quantitative data from large samples that are amenable to statistical analysis and generalizable to populations. Thus, an educational case report may be idiographic, or even ethnographic, in style in order to tell the story of its singular subject. Akin to most qualitative research, educational case reports are more naturalistic in design, highly influenced by the specific context or single setting. They are generally narrative in style, since they tell the story of why the authors made the educational intervention and how the process played out.

Here, we may find some divergence in style between case reports in education from those in clinical medicine, in which clinician authors might frame the report as quasi-experimental and hypothesis-driven. For instance, the clinician may use the subject as his or her own control, involving periods on a medication, then off the medication, and finally back on the medication, and correlating symptom changes with these periods. Symptom severity might be given numerical ratings represented with descriptive statistics. Despite the disadvantage of having only one subject, many clinical case reports have been written in this manner and have been valuable, leading to larger quantitative studies.

Authors of educational case reports may want to continue in this clinical case report style but should also feel free to infuse elements of style from qualitative research traditions. This approach is appropriate for educational case reports due to their greater complexity. In particular, the subject is generally not a person, as in clinical cases, but rather, the unit of study is more often an educational intervention (e.g., course, curriculum, initiative). In telling the “story” of an intervention, the authors need to define clearly its boundaries [ 6 ]. Unlike a person who has easily understood physical boundaries, educational interventions need borders drawn between the subject of the report and the context in which it is embedded. For instance, in studying educational outcomes, is one looking at the effects of a single exercise embedded in a session, of a session embedded in a course, or of a course embedded in a curriculum, and how does one separate the effects of each? Which is the subject—the exercise, the course, or the curriculum? These important questions might use qualitative methods by including the learners in a focus group and understanding how the teaching intervention was understood and potentially assimilated into practice.

Additionally, the context surrounding the educational intervention is usually complex in the academic world, with multiple learners and many uncontrollable and unpredictable influences, perhaps more so than in clinical settings with one patient and pure pharmacological treatments. This context may include details that are not content-specific: whether attendance is required and consequences exist for not attending; whether advance readings for a flipped classroom model are reviewed by learners; if faculty are given protected time or paid for teaching and the course is given protected hours of instruction by the administration; how grades are determined; and other details often omitted in descriptions of model curricula. These factors influence the quality and effectiveness of education, such that the same curriculum delivered in two different contexts may have quite different degrees of success or failure, and may help readers to decide whether to adapt a described educational intervention in their institution (e.g., depending on resources).

The qualitative part of an educational case report should interrogate the “how” and “why” of the case [ 7 ]. Many authors overemphasize the “what,” the content of the curriculum, and focus on whether the “what” was effective, usually with learner satisfaction surveys. While this formula has resulted in some perfectly useful case reports, we do not think it leverages the strengths and potential of an educational case report. More valuable are the “how” (e.g., learning process) and “why” (e.g., mechanisms of learning) questions with regard to learning processes and speculation about mechanisms and causation. Readers may find transferability of some of these processes and mechanisms to their context. Of note, the “how” may include unanticipated and/or unpreventable changes or challenges relating to the educational intervention, occurring during the period of study, which may lead to modification of the intervention midstream. In clinical trials, this occurrence is undesirable, because conditions of the trials will then change, but in an educational case report, describing such changes gives a sense of the forces impinging on the intervention and its ability to adapt to them, which offers lessons learned along the away and the attempts to redirect efforts.

Many educational case reports describe a new course or curriculum designed in response to an educational need or gap in knowledge, skills, or attitudes. The report should start with evidence of this need and gap based on review of the literature (or lack of evidence in the literature), current existing solutions and how they have failed to date, and the authors’ innovative answer. Next, the educational intervention may be outlined; the content of the intervention (e.g., topics, assignments) need not be fully specified but can be shared in an abbreviated form. Particular attention should be drawn to defining the boundaries of the intervention, as alluded to earlier, and its context, along with how it is innovative. Assessment and qualitative measures, and possibly quantitative methods, used should be described that establish the educational outcomes. If quantitative methods are used, their validity needs to be addressed. Study data are then presented along with a narrative of what happened during the study, from start to finish. This text should include how the intervention ran, observation of learning processes, barriers, modifications, and changes that were required and the reaction to them, educational outcomes, and final impact and scalability. Additionally, inclusion of student perspectives, perhaps more than simple comments from evaluations, should be considered. Lessons learned along the way, propositions about how and why the outcomes came to be, and questions raised with novel perspectives should be proposed and critically argued in the conclusion. Mentioning limitations and the potential existence of multiple explanations, unsettled ambiguities, and researcher bias is also important.

The issue of informed consent and ethics review should be addressed. The manuscript should indicate the conclusions of an Institutional Review Board (IRB) review of the case report study and data to be published (e.g., exempt from further review status, approved). The IRB can advise about whether informed consent for being in the study is necessary, and the release of the case report should be considered from both the faculty members and learners.

As mentioned earlier, educational case reports may benefit from a hybrid of the styles from clinical case reports and qualitative reports. Various standardized formats for clinical case reports have been published. An international group developed the CARE ( CA se RE ports) guidelines for clinical case reports [ 8 ], and it is useful for authors to be aware of these. Several tools are provided with the CARE guidelines for authors, including a checklist for writing clinical case reports. Listed are traditional elements like clinical findings, diagnostic tools, treatments, and follow-up and outcomes. Of note, the guidelines include prompts to incorporate instruments measuring treatment adherence and side effects, explaining alteration of the treatment plan, and presenting a rationale for the clinical conclusions. Also requested is the treatment perspective of the patient and obtaining the patient’s informed consent for release of the case report. The CARE guidelines are best suited for clinical case reports, but authors may wish to adapt some elements to educational case reports, such as using tools to measure compliance with and acceptance of the educational intervention, explaining changes in the curriculum during the study, and describing a rationale for educational conclusions and lessons learned.

Authors may want to also consider formats designed for presentation of qualitative research. The Standards for Reporting Qualitative Research (SRQR) enumerates 21 points that should be covered [ 9 ]. Educational case reports may illustrate outcomes with qualitative methods like focus groups, interviews with learners and faculty, observations of the learning process, and textual analysis [ 10 ], which would provide a higher level of evidence and iterative data analysis than afforded by the use of Likert-scale student satisfaction questionnaires. SRQR endorses increasing trustworthiness and credibility with conclusions based on triangulation from more than one data source and providing transparency about any author’s attributes that might have biased the data gathering, analysis, and transferability. The application of advanced design and methods in case study research, used in education at large, may be found elsewhere [ 7 ].

Educational case reports are an important manuscript type and have been wonderful contributions to Academic Psychiatry . Educational case reports have followed the tradition of clinical case reports in medicine, which have a long history and have sometimes become early progenitors of novel perspectives and discoveries about disease and treatment. We suggest that educational case reports may also benefit from borrowing from the tradition of case studies in the field of education at large, which are considered as a form of qualitative research. In other words, educational case reports in medicine can take advantage of a hybrid style, combining elements from both clinical case reports and qualitative research studies, in proportions determined by the author fitting for the case.

Qualitative approaches and methods are useful in dealing with the great complexity of educational interventions and the contexts in which they are implemented. Qualitative writing encourages telling the story of the intervention in rich and deep detail over the course of the study, developing propositions of how and why the intervention’s processes and outcomes unfolded as they did. Therefore, one consideration for education researchers and perhaps for psychiatry in general is greater attention to teaching qualitative methods, as these have a rich foundation and are particularly applicable to psychiatry as a field. As a foundation, the format might adapt the relevant elements of a clinical case report, as described in the CARE guidelines. Then, authors who want to elaborate on the qualitative research features of their report may add in more rigorous qualitative methodologies, paradigms, and reporting standards. We are delighted to continue the fine tradition of Academic Psychiatry publishing educational case reports, and we look forward to your submissions.

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Louie, A.K., Balon, R., Beresin, E.V. et al. Educational Case Reports: Purpose, Style, and Format. Acad Psychiatry 46 , 147–150 (2022). https://doi.org/10.1007/s40596-022-01610-7

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22 Cases and Articles to Help Bring Diversity Issues into Class Discussions

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T he recent civic unrest in the United States following the death of George Floyd has elevated the urgency to recognize and study issues of diversity and the needs of underrepresented groups in all aspects of public life.

Business schools—and educational institutions across the spectrum—are no exception. It’s vital that educators facilitate safe and productive dialogue with students about issues of inclusion and diversity. To help, we’ve gathered a collection of case studies (all with teaching notes) and articles that can encourage and support these critical discussions.

These materials are listed across three broad topic areas: leadership and inclusion, cases featuring protagonists from historically underrepresented groups, and women and leadership around the world. This list is hardly exhaustive, but we hope it provides ways to think creatively and constructively about how educators can integrate these important topics in their classes. HBP will continue to curate and share content that addresses these equity issues and that features diverse protagonists.

Editors’ note: To access the full text of these articles, cases, and accompanying teaching notes, you must be registered with HBP Education. We invite you to sign up for a free educator account here . Verification may take a day; in the meantime, you can read all of our Inspiring Minds content .

Leadership and Inclusion

John Rogers, Jr.—Ariel Investments Co.

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Toward a Racially Just Workplace: Diversity efforts are failing black employees. Here’s a better approach.

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Monique Leroux: Leading Change at Desjardins

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Kaweyan: Female Entrepreneurship and the Past and Future of Afghanistan

—by Geoffrey G. Jones and Gayle Tzemach Lemmon

Womenomics in Japan

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Women MBAs at Harvard Business School: 1962-2012

—by Boris Groysberg, Kerry Herman, and Annelena Lobb

Beating the Odds

—by Laura Morgan Roberts, Anthony J. Mayo, Robin J. Ely, and David A. Thomas

Rethink What You “Know” About High-Achieving Women

—by Robin J. Ely, Pamela Stone, and Colleen Ammerman

“I Try to Spark New Ideas”

—by Christine Lagarde and Adi Ignatius

How Women Manage the Gendered Norms of Leadership

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Is this list helpful to you? What other topics or materials would you like to see featured in our next curated list? Let us know .

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2 April 2019

Language Centre - Interviewing London's French speakers

Students must find and interview a French speaker in London, then write up the interview and create a piece of ‘digital storytelling’ from it. The activity develops multiple student skills: interviewing, writing an article (similar to a magazine or newspaper), and editing video and/or audio with a student voiceover and other visual/audio elements – a deliberately creative assessment.

18 March 2019

Methodology - GitHub

We introduced the free online repository and version control service GitHub to share course materials, submit summative assessment, and provide feedback for most of the computational methods courses at the Department of Methodology. This innovation enables learning-by-doing and facilitates collaboration.

5 March 2019

Statistics - Research Internships

During 2017 and 2018 I carried out two research projects in collaboration with two 3 rd year undergraduate students. Both projects were aimed at supervising and developing an undergraduate student’s interest in research. 

19 February 2019

Mathematics - Exam feedback through script viewing

We gave undergraduate students examination feedback by allowing them to view their marked unseen written examination scripts, with full solutions available in advance and with the examiners present at the sessions.

Statistics - MSc Data Science capstone project

We introduced a capstone project module in our MSc in Data Science programme, which enables our students to apply the knowledge gained in our programme to real-world data science projects, by working in collaboration with capstone project partners. 

Mathematics - Oral Examination

We implemented a high-stake oral examination.  100% of the final grade for two year 3 financial mathematics modules was determined by oral assessment.

18 February 2019

Statistics - Industry Practitioners Challenge

We organise the LSE Statistics Practitioners’ Challenge for BSc and MSc students. During this event, we collaborate with leading industry partners to initiate competitive projects focusing on real issues faced by companies. Students, who take on the challenge, use their personal and professional skills developed through their program at LSE. 

Mathematics - Professional and Personal Development Seminars

This case study is about the PPD Seminar Series which the Department of Mathematics runs for its first-year students.

Statistics - Diversifying assessment and transferable skills

Combining diversified assessment with development of communication and other transferable skills through a market research "pitch".

Language Centre - Mandarin video chatshow

In this teaching and assessment activity, students work in pairs to create a filmed interview in the style of a TV chat-show. This requires them to research, listen, speak and present ideas and arguments in Mandarin Chinese, based on current affairs subjects of their choosing. Over the five years of the project, students have stated that the activity improves both their language abilities and their transferrable skills.

14 February 2019

Social Policy - Research Diary

The Department of Social Policy, along with guidance from TLC, has developed a research diary for our second year research methods students. The diary includes: guided questions related to the research project each week; a detailed timeline for project completion; and space to write down questions as they arise.

13 February 2019

LSE LIFE - Quant4Qual

Quant4Qual brings together students from across departments in a space that has a (1) facilitatory teaching style (2) peer-to-peer learning (3) grounded-learning in case-study analysis. The aim of the project is to establish an entry point for students to gain confidence working with empirical research methods in the social science.

12 February 2019  

US Centre - Research Assistantships: inviting students into the scholarly community

The US Centre’s Undergraduate Research Assistantship is an opportunity for students to involve themselves in internationally-oriented scholarship on America’s changing role in the world. Collaborating over the course of a year, students are paired with academics who require assistance in processing new data, gathering archival resources, writing-up a blog article, or conducting library searches.

8 February 2019

There are two former types of teaching case studies at the LSE. They are:

LSE Learning technology case studies  and

Lse academic development case studies (below) , teaching and learning case studies 2017-18.

Employing case studies on Master's courses in LSE Finance

Prof. Daniel Ferreira discusses the long-term use of the case study method in the Department of Finance, and its more recent introduction to undergraduate teaching.

9 November 2018

Researching London

Dr Ioanna Gouseti illustrates how vital experiential learning and research in London is to her 2nd year BSc students on 'Researching London: Methods for Social Research (SO211).

15 March 2018

The MPA Online Pre-Arrival Course

Dr Babken Babajanian explains the aid to student integration provided by the IPA since 2016 by its online pre-arrival course for the Masters of Public Administration  .

14 December 2017

Gender Studies student research conference

Dr Jacob Breslow and his students describe why their conference was a challenging yet rewarding learning and assessment experience.

19 October 2017

Developing real-world experience

Dr James Abdey explains the benefits to students of 'real-world' learning on ST327 Market Research: An Integrated Approach.

22 September 2017

Building a research community: involving academics, PhD students and MSc students in Conflict Research Group seminars

Dr Denisa Kostovicova details the CRG lunchtime research seminars, organised during term times since 2011.

19 September 2017

Video production for  En un lugar de Loñdres

Lourdes Hernández-Martín, project designer and course coordinator, LN122, explains her students' project to research the lives and language of 300,000+ members of London’s Spanish-speaking communities.

4 September 2017

Designing and presenting posters

Dr Jennifer Jackson-Preece details the use of student research and poster creation in her course on Ethnic Diversity and International Society (EU457) in this case study.

10 August 2017

Accounting case-based groupwork

Dr Tommaso Palermo used a case-based approach to groupwork with his second year undergraduate class. 

14 July 2017

Graduate Teaching Assistant Away Day 

Alex Marcoci and Diana Popescu discuss how they organised a shared Away Day for graduate teaching assistants for the Departments of Philosophy, Logic & Scientific Method and Government.

26 June 2017

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Writing A Case Study

Case Study Examples

Brilliant Case Study Examples and Templates For Your Help

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A Complete Case Study Writing Guide With Examples

Simple Case Study Format for Students to Follow

Understand the Types of Case Study Here

It’s no surprise that writing a case study is one of the most challenging academic tasks for students. You’re definitely not alone here!

Most people don't realize that there are specific guidelines to follow when writing a case study. If you don't know where to start, it's easy to get overwhelmed and give up before you even begin.

Don't worry! Let us help you out!

We've collected over 25 free case study examples with solutions just for you. These samples with solutions will help you win over your panel and score high marks on your case studies.

So, what are you waiting for? Let's dive in and learn the secrets to writing a successful case study.

• 1. An Overview of Case Studies
• 2. Case Study Examples for Students
• 3. Business Case Study Examples
• 4. Medical Case Study Examples
• 5. Psychology Case Study Examples 
• 6. Sales Case Study Examples
• 7. Interview Case Study Examples
• 8. Marketing Case Study Examples
• 9. Tips to Write a Good Case Study

An Overview of Case Studies

A case study is a research method used to study a particular individual, group, or situation in depth. It involves analyzing and interpreting data from a variety of sources to gain insight into the subject being studied. 

Case studies are often used in psychology, business, and education to explore complicated problems and find solutions. They usually have detailed descriptions of the subject, background info, and an analysis of the main issues.

The goal of a case study is to provide a comprehensive understanding of the subject. Typically, case studies can be divided into three parts, challenges, solutions, and results. 

Here is a case study sample PDF so you can have a clearer understanding of what a case study actually is:

Case Study Sample PDF

How to Write a Case Study Examples

Learn how to write a case study with the help of our comprehensive case study guide.

Case Study Examples for Students

Quite often, students are asked to present case studies in their academic journeys. The reason instructors assign case studies is for students to sharpen their critical analysis skills, understand how companies make profits, etc.

Below are some case study examples in research, suitable for students:

Case Study Example in Software Engineering

Qualitative Research Case Study Sample

Software Quality Assurance Case Study

Social Work Case Study Example

Ethical Case Study

Case Study Example PDF

These examples can guide you on how to structure and format your own case studies.

Struggling with formatting your case study? Check this case study format guide and perfect your document’s structure today.

Business Case Study Examples

A business case study examines a business’s specific challenge or goal and how it should be solved. Business case studies usually focus on several details related to the initial challenge and proposed solution. 

To help you out, here are some samples so you can create case studies that are related to businesses: 

Here are some more business case study examples:

Business Case Studies PDF

Business Case Studies Example

Typically, a business case study discovers one of your customer's stories and how you solved a problem for them. It allows your prospects to see how your solutions address their needs. 

Medical Case Study Examples

Medical case studies are an essential part of medical education. They help students to understand how to diagnose and treat patients. 

Here are some medical case study examples to help you.

Medical Case Study Example

Nursing Case Study Example

Want to understand the various types of case studies? Check out our types of case study blog to select the perfect type.

Psychology Case Study Examples 

Case studies are a great way of investigating individuals with psychological abnormalities. This is why it is a very common assignment in psychology courses. 

By examining all the aspects of your subject’s life, you discover the possible causes of exhibiting such behavior. 

For your help, here are some interesting psychology case study examples:

Psychology Case Study Example

Mental Health Case Study Example

Sales Case Study Examples

Case studies are important tools for sales teams’ performance improvement. By examining sales successes, teams can gain insights into effective strategies and create action plans to employ similar tactics.

By researching case studies of successful sales campaigns, sales teams can more accurately identify challenges and develop solutions.

Sales Case Study Example

Interview Case Study Examples

Interview case studies provide businesses with invaluable information. This data allows them to make informed decisions related to certain markets or subjects.

Interview Case Study Example

Marketing Case Study Examples

Marketing case studies are real-life stories that showcase how a business solves a problem. They typically discuss how a business achieves a goal using a specific marketing strategy or tactic.

They typically describe a challenge faced by a business, the solution implemented, and the results achieved.

This is a short sample marketing case study for you to get an idea of what an actual marketing case study looks like.

 Here are some more popular marketing studies that show how companies use case studies as a means of marketing and promotion:

“Chevrolet Discover the Unexpected” by Carol H. Williams

This case study explores Chevrolet's “ DTU Journalism Fellows ” program. The case study uses the initials “DTU” to generate interest and encourage readers to learn more. 

Multiple types of media, such as images and videos, are used to explain the challenges faced. The case study concludes with an overview of the achievements that were met.

Key points from the case study include:

• Using a well-known brand name in the title can create interest.
• Combining different media types, such as headings, images, and videos, can help engage readers and make the content more memorable.
• Providing a summary of the key achievements at the end of the case study can help readers better understand the project's impact.

“The Met” by Fantasy

“ The Met ” by Fantasy is a fictional redesign of the Metropolitan Museum of Art in New York City, created by the design studio Fantasy. The case study clearly and simply showcases the museum's website redesign.

The Met emphasizes the website’s features and interface by showcasing each section of the interface individually, allowing the readers to concentrate on the significant elements.

For those who prefer text, each feature includes an objective description. The case study also includes a “Contact Us” call-to-action at the bottom of the page, inviting visitors to contact the company.

Key points from this “The Met” include:

• Keeping the case study simple and clean can help readers focus on the most important aspects.
• Presenting the features and solutions with a visual showcase can be more effective than writing a lot of text.
• Including a clear call-to-action at the end of the case study can encourage visitors to contact the company for more information.

“Better Experiences for All” by Herman Miller

Herman Miller's minimalist approach to furniture design translates to their case study, “ Better Experiences for All ”, for a Dubai hospital. The page features a captivating video with closed-captioning and expandable text for accessibility.

The case study presents a wealth of information in a concise format, enabling users to grasp the complexities of the strategy with ease. It concludes with a client testimonial and a list of furniture items purchased from the brand.

Key points from the “Better Experiences” include:

• Make sure your case study is user-friendly by including accessibility features like closed captioning and expandable text.
• Include a list of products that were used in the project to guide potential customers.

“NetApp” by Evisort 

Evisort's case study on “ NetApp ” stands out for its informative and compelling approach. The study begins with a client-centric overview of NetApp, strategically directing attention to the client rather than the company or team involved.

The case study incorporates client quotes and explores NetApp’s challenges during COVID-19. Evisort showcases its value as a client partner by showing how its services supported NetApp through difficult times. 

• Provide an overview of the company in the client’s words, and put focus on the customer. 
• Highlight how your services can help clients during challenging times.
• Make your case study accessible by providing it in various formats.

“Red Sox Season Campaign,” by CTP Boston

The “ Red Sox Season Campaign ” showcases a perfect blend of different media, such as video, text, and images. Upon visiting the page, the video plays automatically, there are videos of Red Sox players, their images, and print ads that can be enlarged with a click.

The page features an intuitive design and invites viewers to appreciate CTP's well-rounded campaign for Boston's beloved baseball team. There’s also a CTA that prompts viewers to learn how CTP can create a similar campaign for their brand.

Some key points to take away from the “Red Sox Season Campaign”: 

• Including a variety of media such as video, images, and text can make your case study more engaging and compelling.
• Include a call-to-action at the end of your study that encourages viewers to take the next step towards becoming a customer or prospect.

“Airbnb + Zendesk” by Zendesk

The case study by Zendesk, titled “ Airbnb + Zendesk : Building a powerful solution together,” showcases a true partnership between Airbnb and Zendesk. 

The article begins with an intriguing opening statement, “Halfway around the globe is a place to stay with your name on it. At least for a weekend,” and uses stunning images of beautiful Airbnb locations to captivate readers.

Instead of solely highlighting Zendesk's product, the case study is crafted to tell a good story and highlight Airbnb's service in detail. This strategy makes the case study more authentic and relatable.

Some key points to take away from this case study are:

• Use client's offerings' images rather than just screenshots of your own product or service.
• To begin the case study, it is recommended to include a distinct CTA. For instance, Zendesk presents two alternatives, namely to initiate a trial or seek a solution.

“Influencer Marketing” by Trend and WarbyParker

The case study "Influencer Marketing" by Trend and Warby Parker highlights the potential of influencer content marketing, even when working with a limited budget. 

The “Wearing Warby” campaign involved influencers wearing Warby Parker glasses during their daily activities, providing a glimpse of the brand's products in use. 

This strategy enhanced the brand's relatability with influencers' followers. While not detailing specific tactics, the case study effectively illustrates the impact of third-person case studies in showcasing campaign results.

Key points to take away from this case study are:

• Influencer marketing can be effective even with a limited budget.
• Showcasing products being used in everyday life can make a brand more approachable and relatable.
• Third-person case studies can be useful in highlighting the success of a campaign.

Marketing Case Study Example

Marketing Case Study Template

Now that you have read multiple case study examples, hop on to our tips.

Tips to Write a Good Case Study

Here are some note-worthy tips to craft a winning case study 

• Define the purpose of the case study This will help you to focus on the most important aspects of the case. The case study objective helps to ensure that your finished product is concise and to the point.
• Choose a real-life example. One of the best ways to write a successful case study is to choose a real-life example. This will give your readers a chance to see how the concepts apply in a real-world setting.
• Keep it brief. This means that you should only include information that is directly relevant to your topic and avoid adding unnecessary details.
• Use strong evidence. To make your case study convincing, you will need to use strong evidence. This can include statistics, data from research studies, or quotes from experts in the field.
• Edit and proofread your work. Before you submit your case study, be sure to edit and proofread your work carefully. This will help to ensure that there are no errors and that your paper is clear and concise.

There you go!

We’re sure that now you have secrets to writing a great case study at your fingertips! This blog teaches the key guidelines of various case studies with samples. So grab your pen and start crafting a winning case study right away!

Having said that, we do understand that some of you might be having a hard time writing compelling case studies.

But worry not! Our expert case study writing service is here to take all your case-writing blues away! 

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Dr. Barbara is a highly experienced writer and author who holds a Ph.D. degree in public health from an Ivy League school. She has worked in the medical field for many years, conducting extensive research on various health topics. Her writing has been featured in several top-tier publications.

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Student Case Study

Delving into student case studies offers invaluable insights into educational methodologies and student behaviors. This guide, complete with detailed case study examples , is designed to help educators, researchers, and students understand the nuances of creating and analyzing case studies in an educational context. By exploring various case study examples, you will gain the tools and knowledge necessary to effectively interpret and apply these studies, enhancing both teaching and learning experiences in diverse academic settings.

What is a Student Case Study? – Meaning A student case study is an in-depth analysis of a student or a group of students to understand various educational, psychological, or social aspects. It involves collecting detailed information through observations, interviews, and reviewing records, to form a comprehensive picture. The goal of a case study analysis is to unravel the complexities of real-life situations that students encounter, making it a valuable tool in educational research. In a case study summary, key findings are presented, often leading to actionable insights. Educators and researchers use these studies to develop strategies for improving learning environments. Additionally, a case study essay allows students to demonstrate their understanding by discussing the analysis and implications of the case study, fostering critical thinking and analytical skills.

Download Student Case Study Bundle

Schools especially those that offers degree in medicine, law, public policy and public health teaches students to learn how to conduct a case study. Some students say they love case studies . For what reason? Case studies offer real world challenges. They help in preparing the students how to deal with their future careers. They are considered to be the vehicle for theories and concepts that enables you to be good at giving detailed discussions and even debates. Case studies are useful not just in the field of education, but also in adhering to the arising issues in business, politics and other organizations.

Student Case Study Format

Case Study Title : Clear and descriptive title reflecting the focus of the case study. Student’s Name : Name of the student the case study is about. Prepared by : Name of the person or group preparing the case study. School Name : Name of the school or educational institution. Date : Date of completion or submission.

Introduction

Background Information : Briefly describe the student’s background, including age, grade level, and relevant personal or academic history. Purpose of the Case Study : State the reason for conducting this case study, such as understanding a particular behavior, learning difficulty, or achievement.

Case Description

Situation or Challenge : Detail the specific situation, challenge, or condition that the student is facing. Observations and Evidence : Include observations from teachers, parents, or the students themselves, along with any relevant academic or behavioral records.

Problem Analysis : Analyze the situation or challenge, identifying potential causes or contributing factors. Impact on Learning : Discuss how the situation affects the student’s learning or behavior in school.

Intervention Strategies

Action Taken : Describe any interventions or strategies implemented to address the situation. This could include educational plans, counseling, or specific teaching strategies. Results of Intervention : Detail the outcome of these interventions, including any changes in the student’s behavior or academic performance.

Conclusion and Recommendations

Summary of Findings : Summarize the key insights gained from the case study. Recommendations : Offer suggestions for future actions or strategies to further support the student. This might include recommendations for teachers, parents, or the student themselves.

Best Example of Student Case Study

Overcoming Reading Challenges: A Case Study of Emily Clark, Grade 3 Prepared by: Laura Simmons, Special Education Teacher Sunset Elementary School Date: May 12, 2024   Emily Clark, an 8-year-old student in the third grade at Sunset Elementary School, has been facing significant challenges with reading and comprehension since the first grade. Known for her enthusiasm and creativity, Emily’s struggles with reading tasks have been persistent and noticeable. The primary purpose of this case study is to analyze Emily’s reading difficulties, implement targeted interventions, and assess their effectiveness.   Emily exhibits difficulty in decoding words, reading fluently, and understanding text, as observed by her teachers since first grade. Her reluctance to read aloud and frustration with reading tasks have been consistently noted. Assessments indicate that her reading level is significantly below the expected standard for her grade. Parental feedback has also highlighted Emily’s struggles with reading-related homework.   Analysis of Emily’s situation suggests a potential learning disability in reading, possibly dyslexia. This is evidenced by her consistent difficulty with word recognition and comprehension. These challenges have impacted not only her reading skills but also her confidence and participation in class activities, especially those involving reading.   To address these challenges, an individualized education plan (IEP) was developed. This included specialized reading instruction focusing on phonemic awareness and decoding skills, multisensory learning approaches, and regular sessions with a reading specialist. Over a period of six months, Emily demonstrated significant improvements. She engaged more confidently in reading activities, and her reading assessment scores showed notable progress.   In conclusion, the intervention strategies implemented for Emily have been effective. Her case highlights the importance of early identification and the implementation of tailored educational strategies for students with similar challenges. It is recommended that Emily continues to receive specialized instruction and regular monitoring. Adjustments to her IEP should be made as necessary to ensure ongoing progress. Additionally, fostering a positive reading environment at home is also recommended.

18+ Student Case Study Examples

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2. College Student Case Study

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4. Student Case Study Format Template

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6. Education Case Study Examples for Students

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7. Graduate Student Case Study Example

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8. Student Profile Case Study Example

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9. Short Student Case Study Example

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10. High School Student Case Study Example

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11. Student Research Case Study Example

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12. Classroom Case Study Examples

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14. Sample Student Assignment Case Study Example

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Case Study Definition

A case study is defined as a research methodology that allows you to conduct an intensive study about a particular person, group of people, community, or some unit in which the researcher could provide an in-depth data in relation to the variables. Case studies can examine a phenomena in the natural setting. This increases your ability to understand why the subjects act such. You may be able to describe how this method allows every researcher to take a specific topic to narrow it down making it into a manageable research question. The researcher gain an in-depth understanding about the subject matter through collecting qualitative research and quantitative research datasets about the phenomenon.

Benefits and Limitations of Case Studies

If a researcher is interested to study about a phenomenon, he or she will be assigned to a single-case study that will allow him or her to gain an understanding about the phenomenon. Multiple-case study would allow a researcher to understand the case as a group through comparing them based on the embedded similarities and differences. However, the volume of data in case studies will be difficult to organize and the process of analysis and strategies needs to be carefully decided upon. Reporting of findings could also be challenging at times especially when you are ought to follow for word limits.

Example of Case Study

Nurses’ pediatric pain management practices.

One of the authors of this paper (AT) has used a case study approach to explore nurses’ pediatric pain management practices. This involved collecting several datasets:

Observational data to gain a picture about actual pain management practices.

Questionnaire data about nurses’ knowledge about pediatric pain management practices and how well they felt they managed pain in children.

Questionnaire data about how critical nurses perceived pain management tasks to be.

These datasets were analyzed separately and then compared and demonstrated that nurses’ level of theoretical did not impact on the quality of their pain management practices. Nor did individual nurse’s perceptions of how critical a task was effect the likelihood of them carrying out this task in practice. There was also a difference in self-reported and observed practices; actual (observed) practices did not confirm to best practice guidelines, whereas self-reported practices tended to.

How do you Write a Case Study for Students?

1. choose an interesting and relevant topic:.

Select a topic that is relevant to your course and interesting to your audience. It should be specific and focused, allowing for in-depth analysis.

2. Conduct Thorough Research :

Gather information from reputable sources such as books, scholarly articles, interviews, and reliable websites. Ensure you have a good understanding of the topic before proceeding.

3. Identify the Problem or Research Question:

Clearly define the problem or research question your case study aims to address. Be specific about the issues you want to explore and analyze.

4. Introduce the Case:

Provide background information about the subject, including relevant historical, social, or organizational context. Explain why the case is important and what makes it unique.

5. Describe the Methods Used:

Explain the methods you used to collect data. This could include interviews, surveys, observations, or analysis of existing documents. Justify your choice of methods.

6. Present the Findings:

Present the data and findings in a clear and organized manner. Use charts, graphs, and tables if applicable. Include direct quotes from interviews or other sources to support your points.

7. Analytical Interpretation:

Analyze the data and discuss the patterns, trends, or relationships you observed. Relate your findings back to the research question. Use relevant theories or concepts to support your analysis.

8. Discuss Limitations:

Acknowledge any limitations in your study, such as constraints in data collection or research methods. Addressing limitations shows a critical awareness of your study’s scope.

9. Propose Solutions or Recommendations:

If your case study revolves around a problem, propose practical solutions or recommendations based on your analysis. Support your suggestions with evidence from your findings.

10. Write a Conclusion:

Summarize the key points of your case study. Restate the importance of the topic and your findings. Discuss the implications of your study for the broader field.

What are the objectives of a Student Case Study?

1. learning and understanding:.

• To deepen students’ understanding of a particular concept, theory, or topic within their field of study.
• To provide real-world context and practical applications for theoretical knowledge.

2. Problem-Solving Skills:

• To enhance students’ critical thinking and problem-solving abilities by analyzing complex issues or scenarios.
• To encourage students to apply their knowledge to real-life situations and develop solutions.

3. Research and Analysis:

• To develop research skills, including data collection, data analysis , and the ability to draw meaningful conclusions from information.
• To improve analytical skills in interpreting data and making evidence-based decisions.

4. Communication Skills:

• To improve written and oral communication skills by requiring students to present their findings in a clear, organized, and coherent manner.
• To enhance the ability to communicate complex ideas effectively to both academic and non-academic audiences.

5. Ethical Considerations:

To promote awareness of ethical issues related to research and decision-making, such as participant rights, privacy, and responsible conduct.

6. Interdisciplinary Learning:

To encourage cross-disciplinary or interdisciplinary thinking, allowing students to apply knowledge from multiple areas to address a problem or issue.

7. Professional Development:

• To prepare students for future careers by exposing them to real-world situations and challenges they may encounter in their chosen profession.
• To develop professional skills, such as teamwork, time management, and project management.

8. Reflection and Self-Assessment:

• To prompt students to reflect on their learning and evaluate their strengths and weaknesses in research and analysis.
• To foster self-assessment and a commitment to ongoing improvement.

9. Promoting Innovation:

• To inspire creativity and innovation in finding solutions to complex problems or challenges.
• To encourage students to think outside the box and explore new approaches.

10. Building a Portfolio:

To provide students with tangible evidence of their academic and problem-solving abilities that can be included in their academic or professional portfolios.

What are the Elements of a Case Study?

A case study typically includes an introduction, background information, presentation of the main issue or problem, analysis, solutions or interventions, and a conclusion. It often incorporates supporting data and references.

How Long is a Case Study?

The length of a case study can vary, but it generally ranges from 500 to 1500 words. This length allows for a detailed examination of the subject while maintaining conciseness and focus.

How Big Should a Case Study Be?

The size of a case study should be sufficient to comprehensively cover the topic, typically around 2 to 5 pages. This size allows for depth in analysis while remaining concise and readable.

What Makes a Good Case Study?

A good case study is clear, concise, and well-structured, focusing on a relevant and interesting issue. It should offer insightful analysis, practical solutions, and demonstrate real-world applications or implications.

Case studies bring people into the real world to allow themselves engage in different fields such as in business examples, politics, health related aspect where each individuals could find an avenue to make difficult decisions. It serves to provide framework for analysis and evaluation of the different societal issues. This is one of the best way to focus on what really matters, to discuss about issues and to know what can we do about it.

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Education Case Study Examples for Students

Graduate Student Case Study Example

Student Profile Case Study Example

High School Student Case Study Example

Student Research Case Study Example

Business process reengineering (BPR) is the radical redesign of core business processes to achieve dramatic improvements in performance, efficiency and effectiveness. BPR examples are not one-time projects, but rather examples of a continuous journey of innovation and change focused on optimizing end-to-end processes and eliminating redundancies. The purpose of BPR is to streamline  workflows , eliminate unnecessary steps and improve resource utilization.

BPR involves business process redesign that challenges norms and methods within an organization. It typically focuses on achieving dramatic, transformative changes to existing processes. It should not be confused with  business process management (BPM) , a more incremental approach to optimizing processes, or business process improvement (BPI), a broader term that encompasses any systematic effort to improve current processes. This blog outlines some BPR examples that benefit from a BPM methodology.

Background of business process reengineering

BPR emerged in the early 1990s as a management approach aimed at radically redesigning business operations to achieve business transformation. The methodology gained prominence with the publication of a 1990 article in the Harvard Business Review, “Reengineering Work: Don’t Automate, Obliterate,” by Michael Hammer, and the 1993 book by Hammer and James Champy, Reengineering the Corporation . An early case study of BPR was Ford Motor Company, which successfully implemented reengineering efforts in the 1990s to streamline its manufacturing processes and improve competitiveness.

Organizations of all sizes and industries implement business process reengineering. Step 1 is to define the goals of BPR, and subsequent steps include assessing the current state, identifying gaps and opportunities, and process mapping.

Successful implementation of BPR requires strong leadership, effective change management and a commitment to continuous improvement. Leaders, senior management, team members and stakeholders must champion the BPR initiative and provide the necessary resources, support and direction to enable new processes and meaningful change.

BPR examples: Use cases

Streamlining supply chain management.

Using BPR for supply chain optimization involves a meticulous reassessment and redesign of every step, including logistics, inventory management and procurement . A comprehensive supply chain overhaul might involve rethinking procurement strategies, implementing just-in-time inventory systems, optimizing production schedules or redesigning transportation and distribution networks. Technologies such as supply chain management software (SCM), enterprise resource planning (ERP) systems, and advanced analytics tools can be used to automate and optimize processes. For example, predictive analytics can be used to forecast demand and optimize inventory levels, while blockchain technology can enhance transparency and traceability in the supply chain.

• Improved efficiency
• Reduced cost
• Enhanced transparency

Customer relationship management (CRM)

BPR is a pivotal strategy for organizations that want to overhaul their customer relationship management (CRM) processes. Steps of business process reengineering for CRM include integrating customer data from disparate sources, using advanced analytics for insights, and optimizing service workflows to provide personalized experiences and shorter wait times.

BPR use cases for CRM might include:

• Implementing integrated CRM software to centralize customer data and enable real-time insights
• Adopting omnichannel communication strategies to provide seamless and consistent experiences across touchpoints
• Empowering frontline staff with training and resources to deliver exceptional service

Using BPR, companies can establish a comprehensive view of each customer, enabling anticipation of their needs, personalization of interactions and prompt issue resolution.

• 360-degree customer view
• Increased sales and retention
• Faster problem resolution

Digitizing administrative processes

Organizations are increasingly turning to BPR to digitize and automate administrative processes to reduce human errors. This transformation entails replacing manual, paper-based workflows with digital systems that use technologies like Robotic Process Automation (RPA) for routine tasks.

This might include streamlining payroll processes, digitizing HR operations or automating invoicing procedures. This can lead to can significant improvements in efficiency, accuracy and scalability and enable the organization to operate more effectively.

• Reduced processing times
• Reduced errors
• Increased adaptability

Improving product development processes

BPR plays a crucial role in optimizing product development processes, from ideation to market launch. This comprehensive overhaul involves evaluating and redesigning workflows, fostering cross-functional collaboration and innovating by using advanced technologies. This can involve implementing cross-functional teams to encourage communication and knowledge sharing, adopting agile methodologies to promote iterative development and rapid prototyping, and by using technology such as product lifecycle management (PLM) software to streamline documentation and version control.

BPR initiatives such as these enable organizations to reduce product development cycle times, respond more quickly to market demands, and deliver innovative products that meet customer needs.

• Faster time-to-market
• Enhanced innovation
• Higher product quality

Updating technology infrastructure

In an era of rapid technological advancement, BPR serves as a vital strategy for organizations that need to update and modernize their technology infrastructure. This transformation involves migrating to cloud-based solutions, adopting emerging technologies like artificial intelligence (AI) and machine learning (ML) , and integrating disparate systems for improved data management and analysis, which enables more informed decision making. Embracing new technologies helps organizations improve performance, cybersecurity and scalability and positioning themselves for long-term success.

• Enhanced performance
• Improved security
• Increased innovation

Reducing staff redundancy

In response to changing market dynamics and organizational needs, many companies turn to BPR to restructure their workforce and reduce redundancy. These strategic initiatives can involve streamlining organizational hierarchies, consolidating departments and outsourcing non-core functions. Optimizing workforce allocation and eliminating redundant roles allows organizations to reduce costs, enhance operational efficiency and focus resources on key priorities.

• Cost savings
• Increased efficiency
• Focus on core competencies

Cutting costs across operations

BPR is a powerful tool to systematically identify inefficiencies, redundancies and waste within business operations. This enables organizations to streamline processes and cut costs.

BPR focuses on redesigning processes to eliminate non-value-added activities, optimize resource allocation, and enhance operational efficiency. This might entail automating repetitive tasks, reorganizing workflows for minimizing bottlenecks, renegotiating contracts with suppliers to secure better terms, or by using technology to improve collaboration and communication. This can enable significant cost savings and improve profitability.

• Lower costs
• Enhanced competitiveness

Improving output quality

BPR can enhance the quality of output across various business processes, from manufacturing to service delivery. BPR initiatives generally boost key performance indicators (KPIs).

Steps for improving output quality involve implementing quality control measures, fostering a culture of continuous improvement, and using customer feedback and other metrics to drive innovation.

Technology can also be used to automate processes. When employees are freed from distracting processes, they can increase their focus on consistently delivering high-quality products and services. This builds customer trust and loyalty and supports the organization’s long-term success.

• Higher customer satisfaction
• Enhanced brand image

Human resource (HR) process optimization

BPR is crucial for optimizing human resources (HR) processes. Initiatives might include automating the onboarding process with easy-to-use portals, streamlining workflows, creating self-service portals and apps, using AI for talent acquisition , and implementing a data-driven approach to performance management.

Fostering employee engagement can also help attract, develop and retain top talent. Aligning HR processes with organizational goals and values can enhance workforce productivity, satisfaction and business performance.

• Faster recruitment cycles
• Improved employee engagement
• Strategic talent allocation

BPR examples: Case studies

The following case study examples demonstrate a mix of BPR methodologies and use cases working together to yield client benefits.

Bouygues becomes the AI standard bearer in French telecom

Bouygues Telecom , a leading French communications service provider, was plagued by legacy systems that struggled to keep up with an enormous volume of support calls. The result? Frustrated customers were left stranded in call lines and Bouygues at risk of being replaced by its competitors. Thankfully, Bouygues had partnered with IBM previously in one of our first pre- IBM watsonx™ AI deployments. This phase 1 engagement laid the groundwork perfectly for AI’s injection into the telecom’s call center during phase 2.

Today, Bouygues greets over 800,000 calls a month with IBM watsonx Assistant™, and IBM watsonx Orchestrate™ helps alleviate the repetitive tasks that agents previously had to handle manually, freeing them for higher-value work. In all, agents’ pre-and-post-call workloads were reduced by 30%. 1 In addition, 8 million customer-agent conversations—which were, in the past, only partially analyzed—have now been summarized with consistent accuracy for the creation of actionable insights.

Taken together, these technologies have made Bouygues a disruptor in the world of customer care, yielding a USD 5 million projected reduction in yearly operational costs and placing them at the forefront of AI technology. 1

Finance of America promotes lifetime loyalty via customer-centric transformation

By co-creating with IBM, mortgage lender Finance of America was able to recenter their operations around their customers, driving value for both them and the prospective home buyers they serve.

To accomplish this goal, FOA iterated quickly on both new strategies and features that would prioritize customer service and retention. From IBM-facilitated design thinking workshops came roadmaps for a consistent brand experience across channels, simplifying the work of their agents and streamlining the application process for their customers.

As a result of this transformation, FOA is projected to double their customer base in just three years. In the same time frame, they aim to increase revenue by over 50% and income by over 80%. Now, Finance of America is primed to deliver enhanced services—such as debt advisory—that will help promote lifetime customer loyalty. 2

BPR examples and IBM

Business process reengineering (BPR) with IBM takes a critical look at core processes to spot and redesign areas that need improvement. By stepping back, strategists can analyze areas like supply chain, customer experience and finance operations. BPR services experts can embed emerging technologies and overhaul existing processes to improve the business holistically. They can help you build new processes with intelligent workflows that drive profitability, weed out redundancies, and prioritize cost saving.

1. IBM Wow Story: Bouygues Becomes the AI Standard-Bearer in French Telecom. Last updated 10 November 2023.

2. IBM Wow Story: Finance of America Promotes Lifetime Loyalty via Customer-Centric Transformation. Last updated 23 February 2024.

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